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The Common Core State Standards for Mathematics

The Common Core State Standards for Mathematics. Common Core Development. Initially 48 states and three territories signed on As of December 1, 2011, 45 states have officially adopted Final Standards released June 2, 2010, can be downloaded at www.corestandards.org

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The Common Core State Standards for Mathematics

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  1. The Common Core State Standardsfor Mathematics

  2. Common Core Development • Initially 48 states and three territories signed on • As of December 1, 2011, 45 states have officially adopted • Final Standards released June 2, 2010, can be downloaded at www.corestandards.org • Adoption required for Race to the Top funds

  3. Common Core Development • Each state adopting the common core either directly or by fully aligning its state standards may do so in accordance with current state timelines for standards adoption not to exceed three (3) years. • States that choose to align their standards to the common core standards accept 100% of the core. States may add additional standards.

  4. Benefits for States and Districts • Allows collaborative professional development based on best practices • Allows development of common assessments and other tools • Enables comparison of policies and achievement across states and districts • Creates potential for collaborative groups to get more economical mileage for: • Curriculum development, assessment, and professional development

  5. Characteristics • Fewer and more rigorous. • Aligned with college and career expectations • Internationally benchmarked • Rigorous content and application of higher-order skills. • Builds on strengths and lessons of current state standards. • Research based

  6. Intent of the Common Core • The same goals for all students • Coherence • Focus • Clarity and Specificity

  7. Coherence • Articulated progressions of topics and performances that are developmental and connected to other progressions • Conceptual understanding and procedural skills stressed equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned

  8. Focus • Key ideas, understandings, and skills are identified • Deep learning of concepts is emphasized • That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

  9. Clarity and Specificity • Skills and concepts are clearly defined • Being able to apply concepts and skills to new situations is expected

  10. CCSSM CCSSM stands for Common Core State Standards for Mathematics

  11. CCSSM Mathematical Practices The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

  12. 8 CCSSM Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics.

  13. 8 CCSSM Mathematical Practices 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

  14. Common Core Format Domains are large groups of related standards. Standards from different domains may sometimes be closely related. Look for the name with the code number on it for a Domain.

  15. Common Core Format Clusters are groups of related standards.Standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Clusters appear inside domains.

  16. Common Core Format Standards define what students should be able to understand and be able to do – part of a cluster.

  17. Common Core Format K-8 Grade Domain Cluster Standards (There are no preK Common Core Standards) High School Conceptual Category Domain Cluster Standards

  18. Grade Level Overview

  19. Grade Level Overview Critical Areas – similar to NCTM’s Curriculum Focal Points

  20. Grade Level Format of K-8 Standards Domain

  21. Standard Format of K-8 Standards Cluster Standard Cluster

  22. Common Core - Domain • Domains are overarching big ideas that connect topics across the grades • Descriptions of the mathematical content to be learned elaborated through clusters and standards

  23. Common Core - Standards • Standards are content statements. An example content statement is: “Use properties of operations to generate equivalent expressions.” • Progressions of increasing complexity from grade to grade

  24. Common Core - Clusters • May appear in multiple grade levels in the K-8 Common Core. There is increasing development as the grade levels progress • What students should know and be able to do at each grade level • Reflect both mathematical understandings and skills, which are equally important

  25. Additional Information • For grades preK-8, a model of implementation can be found in NCTM’s Curriculum Focal Points • For the secondary level, please see NCTM’s Focus in High School Mathematics: Reasoning and Sense Making www.nctm.org/cfp www.nctm.org/FHSM

  26. Acknowledgments • Thanks to the Ohio Department of Education and Eric Milou of Rowan University for providing content and assistance for this presentation

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